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GRAMMAR.--LESSON 36.

Exercises in Parsing Joseph's horse, drawing the chaise, passed with Sarah's friends and a child. Justus rode Pa's new horse and best saddle. Mary gave half her dinner to the poor child. The hunter's hounds chased the fox to the wood. Many very poor folks live in the city. The sun's rays are sensibly felt. The day is very warm.

Obs. 1. The article the may be put before adverbs to mark the degree with force; as: the more Mary writes, the greater the improvement. The swifter he runs, the greater his speed. Some times a whole phrase seems to do the office of an adverb, and is called an adverbial phrase, as: Mary acted in a very discrezi way.

Obs. 2. The same word is often made an adverb, an adjectire, a conjunction, and even a noun. Hence, to know a part of speech, observe the office it performs in the sentence to which ii is applied.

Questions on the 18th Chapler.

READING EXERCISES.

Les. 2. To what did the father call the attention of liis son? What was the hen doing? How does she cover them from danger? How do you spell hawk? What does it mean? How do the birds of prey get at fowls? How are they met by the hen? Spell defend, and define it. Whom does the hen call to mind? What did the mother do? What in the day of sickness? Spell shast and define it?

Les. 6. What has the mother taught her child? For what purpose? What of the mother's love? What would she brave? What of the debt due the mother? Who can pay it? In what way?

Les. 10. Can you repeat the verses about a mother's kindnoss? Spell sickness and define it. Anguish, and define it. Which is the prettiest verse? Why?

Les. 14. What does the son promise? What to his Ma? What prayer does he make? Is his resolution right or wrong? Why?

Les. 18. Tell the story of the summer insect. Tell that of the heedless boy. What becomes of both? Describe the summer insect. What of the light in the gloom? What of rice? Now the verse.

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Les. 22. Who talked of the rays of light? How many,

and what coloured pieces of cloth did Joseph take? Where did he put them? What was the weather, &c.? When did they examine the pieces? What was the effect? How is heat produced? What its effect on black? What on white? What is taught by the experiment? To what are knowledge and virtue compared? How should they act upon the heart? What the result?

Les. 26. Of what did Moses and Ralph talk? What was said? How did Joseph decide? What experiment did they try? What was to be learned from the experiment?

Les. 30. Tell the story of Menalcus. · For what was he looking? What did he find? How did the hunter explain? What did the shepherd do? What did Justus request? What excuse did Menalcus make? What did Justus promise? What was the shepherd's reply? What did Justus offer him? What did the shepherd take? What did he do? Which did best, the shepherd or Justus? Why?

ARITHMETICAL EXERCISES. Les. 15. What is the 1st step in placing compound terms for subtraction? What the 2d? What the 3d? What the 4th? What the proof? Which is the easiest, subtraction of whole numbers or of compound terms? Why?

GRAMMATICAL EXERCISES.
Les. 4. How

may

all verbs be classed? Describe the transitive verb, and explain by example. The intransitive and example? The Neuter verb, and example? What does Mr. Murray say of verbs? Can verbs be used both transitively and intransitively? Give examples?

Les. 8. Relate the 3d rule? Illustrate by example. What of the observation? What of the note?

Les. 12. What of the 4th rule? Example? Illustrate by parsing

Les. 16. What of the 5th ruler Give the examples. Illustrate, &c. How many kinds of participles are there? How distinguished?

Les. 20. Define the article. How many and what are they? What is the article a or an called, and why? What is the called and why? How are the articles used with respect to number? What is the 6th rule? Example! How parsed? What of the first observation? What of the secona?

Les. 24. What of the adjective? What degrees? What of the positive state? What of the comparative degree? What

of the superlative degree? What of the adverbs more and most, &c? What of the note?

Les. 28. What of the 7th rule? Example? How Illustrated? What of obs. 1? What of 2? What of 3?

Les. 32. What of the 8th rule? Example? How parsed? What of the note?

Les. 36. What of obs. 1? What of 2?

sâlt'pěn

CHAPTRR 19.

SPELLING.-LESSON 1. Easy words of two syllables, accent on the first; vowels broad. al'most mâlt'dûst pâw'éd spôôn'fal al'so mâlt'mın rộốt?ẽ

stall'těd âw'fûl moon_fer

wârd'rõbe âwn'ing môôn'fish

salt'pit

wardship hâw't'hòrn môôn'shine sâlt'ish

wâr' fare hâwk-wēēd môôr'ish sâw' dūst wârlike lâw'ful

moộrland sâw'fish wârn'ing law'yér nôôn'ing sâw'pit wâr'worn loop'hõle nôôn'tide sôôt'ěd yăwn'ing

READING.---LESSON 2.

Common Things. Dialogue carried on by Jane, Mary, and their mother. Mary. Hark! mamma'! how loud the wind roars', and how l'oughly the rain beats against the windows!

Ma. The storm is high' indeed', my child'; it shakes the house!

Mary. Does it not make you feel gloomy, mamma?
Ma. Why until you spoke', I did not think of the weather'.
Mary. Indeed', mamma'! how shall I account for that'?

Ma. My thoughts were fixed on more agreeable subjects'; and I was so wholly absorbed in them', that I did not observe the storm!

Mary. You are always so happy', mamma', you can amuse yourself at pleasure'; and no unpleasant feelings reach your mind'.

.Va. And cannot you amuse yourself too, my child'? I dare say your sister can help you to a subject', if

you

wish'. Jane. I was thinking', ma’, how many poor creatures are now exposed to this heavy wind and rain', and how

comfortably we are seated around a good fire', and beyond the reach of both'.

Ma. The subject', Mary', is a good one! It is right to compare our own state with the state of others', and determine the measure of our own enjoyments'. It will tend to make us thankful for the blessings we receive', and open our hearts' and hands' to the wants of the needy,

ARITHMETIC,-LESSON 3.

Multiplication of Compound Terms. RULE. 1. Place the multiplier under the lowest term of the multiplicand, and draw a line.

2. Multiply as in whole numbers, and divide the product by as many as will make one in the next higher term.

3. Enter the remainder, if any; if not, a cypher, below the line, and carry the quotient to the product of the next higher term?

4. Proceed in this way through all the terms; and make the proof as in multiplication of whole numbers.

English Money.
(1) £134 12 5 2 Multiplicand,

6 Multiplier,

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£134 12 5 2 Proof. (2) £13 13 4 1X3= (3) £125 5 5 3X5= (4) £362 16 6X7=

(5)£612 14 4X9= 6. A, had 6 times £160 12 6, due him; he owed 4 times £19 9 11 3. What will he have left when his debts are paid?

Ans. £883 16 1. GRAMMAR.--LESSON 4.

Government. Def. Government, in grammar, implies the power which one word has over another in causing it to be put in some inood, tense or case, for the purpose of making sense. Hence, it is said that transitive verbs, active participles, and prepositions govern the objective case, because these parts of speech require that case to follow them as the object of an action or relation. In parsing the several parts of speech, it will be proper to adopt some uniform method of expressing their màrl'pit

various properties, relations, &c. This course will contribute to guard against perplexities, and abridge the labour.

The method already pursued, so far as it has been applied, is probably the most natural, and may soon be rendered the most familiar. That is, when you parse a noun, tell its kind, person, number, gender, case and office.

When you parse a verb, tell its kind, person, number and agreement, and give the rule. When you parse an adjective, tell its degree, to what it refers, and give the rule. In parsing the active participle, tell its government, and give the rule. A preposition, tell its relation, and government, and tell the rule. An article, tell its kind and reference. And an adverb, tell its kind and what it modifies.

SPELLING.-LESSON 5.

Grave Sound of the Vowels. dormint horn/book

nort'h'wind hàrd'bòûnd hòrn'ěd màr'shă] nòrt'h'ing hard'ship hòn nết martin òrb'ěd hàrd'ware

măr'věl òr'bit harm'fûl

mòr'bid 'hàrts'hòrn

mòrn'ing pàrbòil hàr'věst lòrdship

mòr'tăl parsnip hars'lēt màr'grāve

nòrt'h'wârd pàrt'lět hòrn'f ish marks măn

READING.---LESSON 6.

The Pleasures of the Seasons. Mary. Well', after all that is said', summer is much more pleasant than winter. What delightful walks! What sweet flowers! What lovely fruit! Even the poor can be happy then'.

Ma. Summer has', indeed', many charms'; and we ought to look back with cheerful gratitude on the pleasures it brought us'; yet that should not make us unmindful of the pleasures of the present season'.

Mary. Pray', Ma', what are the pleasures of the present season'. I do not see that winter has any pleasures'.

Ma. What think you', my child', of the bright fire by which you sit'; the long, social evenings', passed with books, with work', and with useful chat'? What think you of an hour or two with your Pa on the dry, frozen pond', seeing your brothers skate', and looking at the beautiful frost work which encrusts', in a thousand forms', the whole face of nature'?

kòrn'pipe lark'spur lèrd'ling

òr'găn

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